Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud

Background: In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves...

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Autores principales:	Santelices,Lucía, Williams,Carolina, Soto,Mauricio, Dougnac,Alberto
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2014
Materias:	Educational measurement Learning Teaching
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872014000300013
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spelling	oai:scielo:S0034-988720140003000132014-09-02Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la saludSantelices,LucíaWilliams,CarolinaSoto,MauricioDougnac,Alberto Educational measurement Learning Teaching Background: In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves the professor as a mediator and incorporates guidelines that facilitate learning diverse skills. Aim: To compare the effects of two teaching methodologies on the learning of key scientific concepts among health science students. Material and Methods: Two subgroups of equally complex concepts were randomly chosen to be taught either using traditional or self-regulation methodology. For the self-regulation methodology, two groups were formed. One learned only through self-regulation guidelines and the other learned through classes where the professor was a mediator. One hundred thirty seven freshman students from medicine, physical therapy, and nursing careers participated voluntarily in the study. Results: Self-regulation methodology impacted the learning process of scientific concepts in a positive way and showed significant differences with traditional teaching. The sole use of self-regulation guidelines alone generated similar results, compared to those obtained by students who attended lectures. Conclusions: Self-regulated learning would improve in learning efficiency and would reduce face-to-face class time.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.142 n.3 20142014-03-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872014000300013es10.4067/S0034-98872014000300013
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Educational measurement Learning Teaching
spellingShingle	Educational measurement Learning Teaching Santelices,Lucía Williams,Carolina Soto,Mauricio Dougnac,Alberto Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
description	Background: In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves the professor as a mediator and incorporates guidelines that facilitate learning diverse skills. Aim: To compare the effects of two teaching methodologies on the learning of key scientific concepts among health science students. Material and Methods: Two subgroups of equally complex concepts were randomly chosen to be taught either using traditional or self-regulation methodology. For the self-regulation methodology, two groups were formed. One learned only through self-regulation guidelines and the other learned through classes where the professor was a mediator. One hundred thirty seven freshman students from medicine, physical therapy, and nursing careers participated voluntarily in the study. Results: Self-regulation methodology impacted the learning process of scientific concepts in a positive way and showed significant differences with traditional teaching. The sole use of self-regulation guidelines alone generated similar results, compared to those obtained by students who attended lectures. Conclusions: Self-regulated learning would improve in learning efficiency and would reduce face-to-face class time.
author	Santelices,Lucía Williams,Carolina Soto,Mauricio Dougnac,Alberto
author_facet	Santelices,Lucía Williams,Carolina Soto,Mauricio Dougnac,Alberto
author_sort	Santelices,Lucía
title	Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
title_short	Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
title_full	Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
title_fullStr	Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
title_full_unstemmed	Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
title_sort	efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud
publisher	Sociedad Médica de Santiago
publishDate	2014
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872014000300013
work_keys_str_mv	AT santeliceslucia efectodelenfoquedeautorregulaciondelaprendizajeenlaensenanzadeconceptoscientificosenestudiantesuniversitariosencienciasdelasalud AT williamscarolina efectodelenfoquedeautorregulaciondelaprendizajeenlaensenanzadeconceptoscientificosenestudiantesuniversitariosencienciasdelasalud AT sotomauricio efectodelenfoquedeautorregulaciondelaprendizajeenlaensenanzadeconceptoscientificosenestudiantesuniversitariosencienciasdelasalud AT dougnacalberto efectodelenfoquedeautorregulaciondelaprendizajeenlaensenanzadeconceptoscientificosenestudiantesuniversitariosencienciasdelasalud
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Efecto del enfoque de autorregulación del aprendizaje en la enseñanza de conceptos científicos en estudiantes universitarios en ciencias de la salud

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